Gameful pedagogy : towards a students' bill of rights

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dc.contributor.authorPintar, Judith
dc.contributor.authorRichardson, Courtney
dc.contributor.authorChoi, Alyssa
dc.contributor.authorCruz-Taylor, Jessica
dc.contributor.authorHopping, David A.
dc.contributor.authorMecolli, Megi
dc.contributor.authorOshe, Rewo
dc.contributor.institutionHEI-LAB - Human Environment Interaction Lab
dc.date.accessioned2025-04-07T11:50:01Z
dc.date.available2025-04-07T11:50:01Z
dc.date.issued2024-11-14
dc.description.abstractAdopting the central premise of gameful pedagogy that the rules and mechanics of classrooms can be productively analyzed as if they were games, this paper summarizes the results of a study that adopts the concerns of player-centered user-experience to evaluate the effects of instructional design on students’ well-being. Taking inspiration from game designer Graham Nelson’s “Players’ Bill of Rights,” we conducted focus group sessions with undergraduates at the University of Illinois, asking them to connect specific elements of instructional design with their emotional experiences in the classroom. In crafting an analogous “Students’ Bill of Rights,” we reframed course development as a student-centered design process. Student well-being is often implicit within learning frameworks which promote inclusive course design, but there is a need to make the connection between instruction and wellness more explicit. This study provides empirical support for best practices in instructional design and recommends that instructional designers become more conscious of the effect of course design elements on the emotional well-being of students. Gameful Pedagogy, User Experience (UX), Game Design, Gamer’s Bill of Rights, Student Well-beingen
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dc.identifier.citationPintar, J, Richardson, C, Choi, A, Cruz-Taylor, J, Hopping, D A, Mecolli, M & Oshe, R 2024, 'Gameful pedagogy : towards a students' bill of rights', International Journal of Games and Social Impact, vol. 2, no. 2, pp. 81-101. https://doi.org/10.60543/ijgsi.v2.n2.04
dc.identifier.doihttps://doi.org/10.60543/ijgsi.v2.n2.04
dc.identifier.issn2975-8386
dc.identifier.urihttp://hdl.handle.net/10437/15256
dc.language.isoeng
dc.peerreviewedyes
dc.publisherLusofona University
dc.relation.ispartofInternational Journal of Games and Social Impact
dc.rightsopenAccess
dc.subjectAUDIOVISUAL
dc.subjectVIDEO GAMES
dc.subjectPEDAGOGY
dc.subjectUSER EXPERIENCE
dc.subjectGAME DESIGN
dc.subjectGAMIFICATION
dc.subjectEDUCATIONAL GAMES
dc.subjectAUDIOVISUAL
dc.subjectVIDEOJOGOS
dc.subjectPEDAGOGIA
dc.subjectEXPERIÊNCIA DO UTILIZADOR
dc.subjectDESIGN DE JOGOS
dc.subjectGAMIFICAÇÃO
dc.subjectJOGOS EDUCATIVOS
dc.titleGameful pedagogy : towards a students' bill of rightsen
dc.typearticle

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International Journal of Games and Social Impact, Vol. 2, Nº. 2 (2024)